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Associate Professor Ian Clark 5 July 2010 University of South Australia Building Innovation in Teaching & Learning ( BuILT ) Workshop Series. the reflective journal o r t eaching portfolio. Critically reflecting on teaching . Workshop Structure. Introduction

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slide1
Associate Professor Ian Clark5 July 2010University of South AustraliaBuilding Innovation in Teaching & Learning (BuILT) Workshop Series
workshop structure
Workshop Structure
  • Introduction
  • Why keep a teaching portfolio?
  • What does a teaching portfolio look like?
  • Reflecting on Teaching
  • Components of teaching portfolio
  • Beginning a teaching portfolio
  • Types of teaching portfolio
  • Conclusion
why keep a teaching portfolio
Why keep a Teaching Portfolio?
  • part of your professional development.
  • It is a document that records
    • achievements,
    • allows for reflection on teaching
    • supports applications for promotion, awards etc.
    • performance management
  • A teaching portfolio is a living document
    • it will change over time as you evaluate your teaching,
    • Reflect on the results,
    • develop different approaches to teaching.
what does a teaching portfolio look like
What does a teaching portfolio look like?
  • Varies depending on purpose
  • Formative portfolio
    • Created for personal and professional development
    • Generally not for sharing
  • Summative portfolio
    • Created for others
    • For promotion, job applications, awards etc.

Source: LTU-Developing a teaching portfolio

what does a teaching portfolio look like1
What does a teaching portfolio look like?
  • Varies depending on purpose
    • usually 6–12 pages in length
    • may contain supplementary material in appendices
  • written as a scholarly reflection of your teaching
  • highlight changes to approach to teaching
components of a portfolio
Components of a Portfolio
  • personal details, including name, school, contact details
  • a list of contents
  • an introduction containing your teaching and administrative duties
  • a summary of your teaching philosophy, in the context of the University learning and teaching framework
components of a portfolio1
Components of a Portfolio
  • a critical reflection of teaching activities and their impact on students and your school
    • a description of the approach adopted for a particular activity, including the context and rationale for the approach.
    • comment on any difficulties or unexpected results from the activity,
    • Discussion of student and peer evaluations,
    • a reflective summary of the positive aspects resulting from the activity
    • any changes you would make if you repeated the activity.
  • • a summary of professional development activity
components of a portfolio2
Components of a Portfolio
  • a summary of any future developments you would like to undertake and a time frame for their implementation
  • a plan of action for improvements in your teaching
  • conference presentations, publications, awards and grants related to learning and teaching
  • appendices with documentary evidence in support of your details listed above
beginning a portfolio
Beginning a portfolio
  • In what ways might you want to use a portfolio
    • Teaching
    • Research
    • Administration
beginning a portfolio1
Beginning a portfolio
  • Some things you might consider
  • Teaching
    • What do you regard as the most effective teaching activity you undertake?
    • What do you regard as the least effective activity?
    • Which teaching approach has been most beneficial for students? Why?
    • Give examples of alternative teaching approaches you have used.
beginning a portfolio2
Beginning a portfolio
  • Some things you might consider
  • Students
    • Do you always use the same teaching methods for all students?
    • What is your primary goal with respect to your students?
    • How would you describe your relationship with students?
appendices
Appendices
  • Examples of Student Evaluations of Learning and Teaching
  • Examples of Peer evaluation
  • Letters from Students
  • Examples of Student Work
  • Presentations and Publications
  • Workshops and professional development courses
  • Service on Learning and Teaching Committees
types of portfolios
Types of portfolios
  • Depends on the purpose
    • Notebook
    • Word document
    • On powerpoint slides
    • E-portfolio
conclusion
Conclusion
  • A portfolio should be representative enough for the key dimensions of teaching as a scholarly activity to be evident
    • Identify your teaching activities and responsibilities
    • Select indicators for your teaching activities and their impact and effectiveness
    • Begin collecting documentary evidence to support your claims
references
References
  • CLPD (2005), Developing Your Teaching Portfolio, Centre for Learning and Professional Development, The University of Adelaide www.adelaide.edu.au/clpd/teaching/portfolio/t_portfolio.pdf
  • Seldin, P (2004) The Teaching Portfolio: A practical guide to improved performance and promotion/tenure decisions, 3rd edition, Anker, Bolton MA
  • UCAT (2009) Developing a Teaching Portfolio, University Center for Advancement of Teaching (UCAT), Ohio State University, Columbus OH, http://ucat.osu.edu/teaching_portfolio/
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